| CATEGORY |
4 |
3 |
2 |
1 |
| Background |
Background does not detract
from text or other graphics. Choice of background is consistent
from card to card and is appropriate for the topic. |
Background does not detract
from text or other graphics. Choice of background is consistent
from card to card. |
Background does not detract
from text or other graphics. |
Background makes it difficult
to see text or competes with other graphics on the page. |
| Originality |
Presentation shows considerable
originality and inventiveness. The content and ideas are presented
in a unique and interesting way. |
Presentation shows some originality
and inventiveness. The content and ideas are presented in an
interesting way. |
Presentation shows an attempt
at originality and inventiveness on 1-2 cards. |
Presentation is a rehash of
other people's ideas and/or graphics and shows very little attempt
at original thought. |
| Spelling and Grammar |
Presentation has no misspellings
or grammatical errors. |
Presentation has 1-2 misspellings,
but no grammatical errors. |
Presentation has 1-2 grammatical
errors but no misspellings. |
Presentation has more than
2 grammatical and/or spelling errors. |
| Sequencing of Information |
Information is organized in
a clear, logical way. It is easy to anticipate the type of material
that might be on the next card. |
Most information is organized
in a clear, logical way. One card or item of information seems
out of place. |
Some information is logically
sequenced. An occassional card or item of information seems out
of place. |
There is no clear plan for
the organization of information. |
| Setting Up the Interview |
The student introduced himself,
explained why he wanted to interview the person, and asked permission
to set up a time for an interview. |
The student introduced himself
and asked permission to set up a time for the interview, but
needed a reminder to explain why he wanted to do the interview. |
The student asked permission
to set up a time for the interview, but needed reminders to introduce
himself and to tell why he wanted to interview the person. |
The student needed assistance
in all aspects of setting up the interview. |
| Use of Graphics |
All graphics are attractive
(size and colors) and support the theme/content of the presentation. |
A few graphics are not attractive
but all support the theme/content of the presentation. |
All graphics are attractive
but a few do not seem to support the theme/content of the presentation. |
Several graphics are unattractive
AND detract from the content of the presentation. |
| Preparation |
Before the interview, the
student prepared several in-depth AND factual questions to ask. |
Before the interview, the
student prepared a couple of in-depth questions and several factual
questions to ask. |
Before the interview, the
student prepared several factual questions to ask. |
The student did not prepare
any questions before the interview. |
| Effectiveness |
Project includes all material
needed to gain a comfortable understanding of the topic. It is
a highly effective study guide. |
Project includes most material
needed to gain a comfortable understanding of the material but
is lacking one or two key elements. It is an adequate study guide. |
Project is missing more than
two key elements. It would make an incomplete study guide. |
Project is lacking several
key elements and has inaccuracies that make it a poor study guide. |
| Notetaking |
The interviewer took occasional
notes during the interview, but usally maintained focus on the
person rather than the notes. Notes were added to immediately
after the interview so facts were not lost. |
The interviewer took occasional
notes during the interview, but usally maintained focus on the
person rather than the notes. No additional notes were taken. |
The interviewer took notes
during the interview, but did so in a way that interrupted the
"flow" of the interview. Additional notes may, or may
not, have been taken. |
The interviewer took no notes
during or after the interview. |
|
Project includes all material
needed to gain a comfortable understanding of the topic. It is
a highly effective study guide. |
Project includes most material
needed to gain a comfortable understanding of the material but
is lacking one or two key elements. It is an adequate study guide. |
Project is missing more than
two key elements. It would make an incomplete study guide. |
Project is lacking several
key elements and has inaccuracies that make it a poor study guide. |
| Labeling |
The student put the date of
the interview, place of the interview, full name of the person
being interviewed, and the full name of the person being interviewed
on the videotape, audiotape, or report. |
The student included the date
of the interview, place of the interview, and full name of the
person being interviewed on the videotape, audiotape, or report. |
The student included the date
of the interview and full name of the person being interviewed
on the videotape, audiotape, or report. |
The student forgot to put
the date of the interview OR the full name of the person being
interviewed on the videotape, audiotape, or report. |
| Follow-up Questions |
The student listened carefully
to the person being interviewed and asked several relevant follow-up
questions based on what the person said. |
The student listened carefully
to the person being interviewed and asked a couple of relevant
follow-up questions based on what the person said. |
The student asked a couple
of follow-up questions based on what s/he thought the person
said. |
The student did not ask any
follow-up questions based on what the person said. |
| Videography |
Video does not rock/shake
and the focus is excellent throughout. |
Video does not rock/shake
and the focus is adequate throughout. |
Video has a little rocking
or shaking, but the focus is excellent throughout. |
The video rocks/shakes often
OR the focus is not adequate. |
| Sound Quality |
Both the interviewer and the
person being interviewed can be heard/understood very clearly
on the tape with no wind or background noise. |
Both the interviewer and the
person being interviewed can be heard/understood very clearly
on the tape but there is some wind or background noise. |
The person being interviewed
can be heard/understood very clearly on the tape but the interviewer's
voice is not easily heard. |
The sound quaity is poor making
it hard to hear/understand the person being interviewed. |
| Knowledge Gained |
Student can accurately answer
several questions about the person who was interviewed and can
tell how this interview relates to the material being studied
in class. |
Student can accurately answer
a few questions about the person who was interviewed and can
tell how this interview relates to the material being studied
in class. |
Student can accurately answer
a few questions about the person who was interviewed. |
Student cannot accurately
answer questions about the person who was interviewed. |
| Formatting & Editing |
The student edited and organized
the transcript in a way that made the information clear and interesting. |
The student edited and organized
the transcript in a way that made the information clear. |
The student edited and organized
the transcript but the information was not as clear or as interesting
as it could have been. |
The student did NOT edit or
organize the transcript. |
| Report Writing |
The report is well organized
and contains accurate quotations and facts taken from the interview. |
The report is well organized
and contains accurate facts taken from the interview. |
The report contains accurate
quotations and facts taken from the interview. |
The report is lacking facts
and quotations from the interview OR the quotes and facts are
not accurately reported. |
| Preparedness |
Student is completely prepared
and has obviously rehearsed. |
Student seems pretty prepared
but might have needed a couple more rehearsals. |
The student is somewhat prepared,
but it is clear that rehearsal was lacking. |
Student does not seem at all
prepared to present. |